EDST6723 School of Education English Extension Method 1 Term 1 2021
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School of Education
EDST6723
English Extension Method 1
Term 1 2021Contents
1. LOCATION ...................................................................................................................................... 3
2. STAFF CONTACT DETAILS .......................................................................................................... 3
3. COURSE DETAILS ......................................................................................................................... 3
STUDENT LEARNING OUTCOMES .............................................................................................. 4
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS ................................................ 4
NATIONAL PRIORITY AREA ELABORATIONS ............................................................................ 5
4. RATIONALE FOR THE INCLUSION OF CONTENT AND TEACHING APPROACH ................... 5
5. TEACHING STRATEGIES.............................................................................................................. 5
6. COURSE CONTENT AND STRUCTURE ...................................................................................... 6
7. RESOURCES .................................................................................................................................. 8
8. ASSESSMENT ................................................................................................................................ 9
IMPORTANT:
For student policies and procedures relating to assessment, attendance and student support,
please see website, https://education.arts.unsw.edu.au/students/courses/course-outlines/
The School of Education acknowledges the Bedegal people as the traditional
custodians of the lands upon which we learn and teach.1. LOCATION
Faculty of Arts, Design & Architecture
School of Education
EDST 6723 English Extension Method 1 (6 units of credit)
Term 1 2021
2. STAFF CONTACT DETAILS
Course Coordinator: Andrea Fernandez
Email: andrea.fernandez@unsw.edu.au
Availability: Please email to arrange an appointment
3. COURSE DETAILS
Course Name English Extension Method 1
Credit Points 6 units of credit (uoc)
Workload 150 hours including class contact hours, readings, class preparation,
assessment, follow up activities, etc.
Schedule http://classutil.unsw.edu.au/EDST_T1.html#EDST6723T1
SUMMARY OF COURSE
The focus of this course is the in-depth enquiry into pedagogy and content knowledge for teaching
literacy in the context of the English classroom. Students will critique research into the teaching of
English and discuss how this research can be implemented to deliver the most effective classroom
practice for addressing the requirements and philosophy of the NSW English syllabuses.
THE MAIN WAYS IN WHICH THE COURSE HAS CHANGED SINCE LAST TIME AS A RESULT
OF STUDENT FEEDBACK:
• Allowing students to use their content knowledge more explicitly in class and more detailed
information about the learning intentions in tutorials and the course as a whole will be
included.STUDENT LEARNING OUTCOMES
Outcome Assessment/s
Demonstrate a deep understanding of the literacy needs of diverse students 1
1
and how to apply appropriate strategies to meet these needs
Develop appropriate planning, teaching and assessment practices for the 1,2
2 English classroom that respect the social, ethnic and religious backgrounds
of students
Demonstrate the essential link between outcomes, assessment, teaching 1,2
3
strategies and lesson planning
Analyse specific teaching and assessment strategies to meet the literacy 3
4
needs of all students
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
Standard Assessment/s
Demonstrate knowledge of teaching strategies that are responsive to the
1.3.1 learning strengths and needs of students from diverse linguistics, cultural, 1,2
religious and socioeconomic backgrounds
Demonstrate knowledge and understanding of strategies for differentiating
1.5.1 teaching to meet the specific learning needs of students across the full range 1,2
of abilities
Demonstrate knowledge and understanding of the concepts, substance and
2.1.1 2
structure of the content and teaching strategies of the teaching area
Use curriculum, assessment and reporting knowledge to design learning
2.3.1 2
sequences and lesson plans
Demonstrate broad knowledge of, understanding of and respect for Aboriginal
2.4.1 2
and Torres Strait Islander histories, cultures and languages
Know and understand literacy and numeracy teaching strategies and their
2.5.1 1
application in teaching areas
Implement teaching strategies for using ICT to expand curriculum learning
2.6.1 1
opportunities for students
Demonstrate broad knowledge of strategies that can be used to evaluate
3.6.1 1,2
teaching programs to improve student learning
Demonstrate understanding of assessment strategies, including informal and
5.1.1 formal, diagnostic, formative and summative approaches to assess student 2
learningNATIONAL PRIORITY AREA ELABORATIONS
Priority area Assessment/s
A. Aboriginal and Torres Strait Islander Education 5,6 1,2
B. Classroom Management 4,5 1
C. Information and Communication Technologies 4,7 1,2
D. Literacy and Numeracy 4,8,18 1,2
E. Students with Special Educational Needs 6 2
F. Teaching Students from Non-English-Speaking
3-5,7 1,2
Backgrounds
4. RATIONALE FOR THE INCLUSION OF CONTENT AND TEACHING APPROACH
Student-centred activities will form the basis of the course. These activities will draw on the prior
knowledge of the students and will allow them to engage in relevant and challenging experiences
that mirror those they will be expected to design for the secondary students they will later teach.
The lectures and tutorials are designed to be supportive and friendly, as we believe that students
are more engaged and learn better if they can have fun whilst learning.
5. TEACHING STRATEGIES
Teaching strategies used during the course will include:
• Small group cooperative learning, such as Jigsaw, to understand the importance of teamwork
in an educational context and to demonstrate the use of group structures as appropriate to
address teaching and learning goals
• Explicit teaching, including lectures, to demonstrate an understanding of students’ different
approaches to learning and the use of a range of teaching strategies to foster interest and
support learning
• Structured occasions for reflection on learning, such as the use of learning journals, to allow
students to reflect critically on and improve teaching practice and strategies
• Extensive opportunities for whole group and small group dialogue and discussion, allowing
students the opportunity to demonstrate their capacity to communicate and liaise with the
diverse members of an education community, and to demonstrate their knowledge and
understanding of method content.
• Online learning from readings on the Moodle website
• Specific literacy strategies such as Dictogloss, Cloze and Multi-Level Comprehension, to model
the importance of these teaching strategies in the secondary classroom
• Analysis of student work samples in order to develop skills in marking according to criteria.
These activities will occur in a classroom climate that is supportive and inclusive of all learners.6. COURSE CONTENT AND STRUCTURE
Module Lecture Tutorial
Introduction: Scope and importance of literacy Selecting reading materials
• K-12 Literacy continuum • Assessing reading level and identifying
• Recursive learning difficulties
• Literacy myths • matching text difficulty to reading level
1 • texts to engage low-level readers
Aspect of literacy – Teaching reading • the problem of literacy
• Phonics, fluency, decoding for meaning, • comprehension strategies
repairing errors
• learning to read v Reading to Learn
Teaching Literacy in Year 7 – Reading and
Aspect of literacy – Spelling spelling
• Stages of development • Links between Reading and Spelling
• strategies good spellers use • encouraging vocabulary development
2 • spelling unfamiliar words through spelling
• the role of etymology • designing a spelling program
• explicit teaching
• proofreading
• assessment of spelling competence
Aspect of literacy – Written and aural Improving comprehension
comprehension • Using formative assessment strategies
3 • Ways of reading/listening • graphic organisers and responding to text
• Strategies for improving comprehension • Dictogloss and jigsaw texts for listening tasks
• extending vocabulary
• role of working memory
Aspect of literacy – Grammar Teaching Literacy in Year 7 – Writing and
• Use of metalanguage (functional/traditional) grammar
• Teaching grammar in context • Links between writing and grammar
4 • recursive learning • Identifying lexical chains in a written text
• Levels of grammar – text, sentence, word • Different forms of cloze to target grammar
• Knowing when to break the rules
• Making and interpreting grammatical choices Microteaching
to improve communication
Teaching Literacy in a mixed ability English • Adjusting assessments for EALD/low levels
classroom of literacy
• High-challenge High-support classroom • multi-level explicit teaching
model • Accessing literary texts
5
• adjusting outcomes
• modes of language Microteaching
• differentiation through group work (guided v
independent)
Teaching Literacy in Year 7 – Reading for
Literacy assessment Writing
6 Integrating assessment to move learning forward
Giving explicit feedback - to grade or not to • Importance of vocabulary teaching and
grade? learning
NAPLAN and the English teacher • Importance of wide reading in the learning
continuum.Aspect of Literacy – Writing Understanding and applying NAPLAN writing
• Model what you teach marking criteria
7 • Writing essentials - Purpose and audience
• Grammar, spelling and punctuation in context • Differences between class marking and
–cognitive load and application of knowledge NAPLAN marking for Writing
• Assessment and feedback - stars and wishes • Strategies for marking student writing
Week 8 Method Break
Aspect of Literacy – Writing Teaching Literacy in Year 7 – Planning for
9 • Understanding task (model text, annotation, Writing
graphic organiser) Strategy of continuous speed writing
(async) • Planning (text type, generating and Writing tools - paper/pencil or computer?
organising ideas)
Adapting rubrics (for writing tasks)
• Peer and self assessment
Negotiating the world: accumulating literacy Teaching Literacy in Year 7 – Proofreading
• Literacy matters – control of language; and editing skills
current and future learning;
• Providing opportunities for continual • Differences between editing and
improvement; proofreading
10
• Environmental literacy; digital reading; • Strategies for editing and proofreading
making connections;
• Importance of reflective writing
• Life skills: proliferation and diversity of
literacy needs;
• What counts as “proper” literacy?
Aspect of Literacy – Punctuation Role of ICT in Literacies
• The role of punctuation in reading and writing • Multimodal texts
• Teaching punctuation for direct speech • collaborative texts
11 • Sentence level v. text level punctuation
• simple v. complex punctuation Class presentation for Assessment 2
Becoming a reflective teacher
• course reflections and MyExperience on-line
evaluation
Professional Experience7. RESOURCES
Readings
Barton, G. & Woolley, G. (2017). Developing Literacy in the Secondary Classroom. London: Sage.
Dean, G. (2004). Improving Learning in Secondary English. Oxon: Routledge.
Fisher, D., Frey, N. and Lapp, D. (2016). Text Complexity: Stretching Readers With Texts and Tasks
2nd Edition. Thousand Oaks, CA: Corwin Literacy.
Fisher, D., Frey, N. and Hattie, J. (2016). Visible Learning for Literacy: Implementing the Practices
that Work Best to Accelerate Student Learning. Thousand Oaks, CA: Corwin Literacy.
Readings will be posted on Moodle in the week prior to each class.
Further Readings
Adoniou, M. (2016). Spelling it Out: How words work and how to teach them. Cambridge: CUP/.
Anstey, M. & Bull, G. (2006) Teaching and learning multiliteracies: Changing times, changing
literacies. Curriculum Press, Melbourne.
Finger, G., Russell, G., Jamieson-Proctor, R. & Russell, N. (2006) Transforming Learning with ICT
Making IT Happen. Pearson Australia
Gibbons, P (2002) Scaffolding language, scaffolding learning: Teaching second language learners in
the mainstream classroom. Portsmouth, Heinemann.
Harrison, N & Sellwood (2016), Learning and Teaching in Aboriginal and Torres Strait Islander
Education. Oxford, Sydney.
Hayes, D., Hattam, R., Comber, B., Kerkham, L., Lupton, R. & Thomson, P. (2017). Literacy, Leading
and Learning: Beyond Pedagogies of Poverty. Oxon: Routledge.
Henderson, R. (2012) Teaching Literacies. Pedagogies and Diversity in the Middle Years, Oxford
University Press, Australia.
Professional websites for English teachers
http://www.boardofstudies.nsw.edu.au/7-10-literacy-numeracy/literacy-strategy.html (BOSTES)
http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1 (English K-10)
http://www.curriculumsupport.education.nsw.gov.au/literacy/ (Lit Continuum)
https://www.det.nsw.edu.au/policies/curriculum/schools/literacy/PD20050288.shtml (Lit Pol)
http://www.naplan.edu.au/ (ACARA)
http://www.englishteacher.com.au/index.php- The English Teachers Association site.
http://www.aitsl.edu.au (Search for “Teach Literacy”)
Professional Associations
English Teachers' Association (ETANSW)
Tel: 95726900 Email admin@englishteacher.com.au www.etansw.asn.au
Australian Literacy Educators Association (ALEA)
Tel: 1800248 379 Email office@alea.edu.au www.alea.edu.au
Primary English Teachers' Association Australia (PETAA)
Tel: 9565 1277 Email office@alea.edu.au www.alea.edu.au/8. ASSESSMENT
Student Australian National
Learning Professional Priority Area
Assessment Task Length Weight Due Date
Outcomes Standards Elaborations
Assessed Assessed Assessed
ATSIE A.5, 6
Assessment 1 Friday
c. 2500 words 1.3, 1.5, 2.5, CM B.4, 5
Texts for explicit 50% 1-3 March 26th,
ICT C.4
2.6, 3.6 2021
literacy teaching L&N D.4, 8, 18
by 5pm
NESB F.3, 4, 7
Assessment 2 ATSIE A.5
Formative ICT C.7 Wednesday
c. 3000 words 1.3, 1.5, 2.1, L&N D.18 April 28th,
assessment 50% 2-4
equivalent 2.3, 2.4, 3.6, 5.1 SE E.6 2021
practices for by 5pm
NESB F.5
literacy
Submission of assessments
Students are required to follow their lecturer’s instructions when submitting their work for
assessment. All assessment will be submitted online via Moodle by 5pm. Students are also
required to keep all drafts, original data and other evidence of the authenticity of the work for
at least one year after examination. If an assessment is mislaid the student is responsible
for providing a further copy. Please see the Student Policies and Procedures for information
regarding submission, extensions, special consideration, late penalties and hurdle
requirements etc. https://education.arts.unsw.edu.au/students/courses/course-outlines/
Assessment Details
Assessment 1 – Texts for explicit literacy teaching (50%)
1. Select a short, written text (Text 1) suitable for Stage 4 students. Your text should be no more than
400 words. It should focus on a contemporary issue (e.g. technology, sustainability, friendship,
bullying, gender inclusivity, refugee experiences etc) that will engage this age group.
a. Outline the issue and why you selected it for students in Years 7 or 8.
b. What literacy challenges does this text present for students with low levels of literacy? Consider
(1) length (text, paragraphs, sentences); (2) grammatical features; (3) vocabulary (including
lexical chains) and spelling.
c. How would you support low-level literacy students so that they can access the language and
meaning effectively? What explicit literacy teaching is required? Provide a brief outline of one
strategy you can apply to provide appropriate and explicit scaffolding for literacy.
d. Design three activities (not necessarily worksheets) to explore the contemporary issue raised
and support/develop the language used in the Text 1. One activity should link to the explicit
scaffolding outlined in (c); one should be for group/partner work; and one is your own choice.
The activities need to focus on different aspects of literacy. State the learning intention(s) for
each activity and how you will evaluate the success of student learning.2. Select a visual text (Text 2) to extend the issue raised in Text 1. Your text could be a photograph,
artwork, cartoon, still image from a film, an extract from a picture book or from a multimodal text. (Text
2 can include a combination of written and visual features).
a. Explain your reasons for selecting this text and how it relates to Text 1. How does it reinforce
visual literacy and language for your students?
b. Explain how Text 2 would consolidate student literacy skills developed in Text 1. In your
response refer to one explicit literacy strategy you would use.
c. Design a brief formative assessment task so students can demonstrate their understanding of
Text 2. The task should allow some creativity as well as enable formative assessment of how
well students can demonstrate the targeted aspects identified in Part 1.
Assessment 2 – Formative Assessment Practices for Literacy: 3,000 words (equivalent) (50%)
Prepare and deliver a 15-minute presentation that demonstrates your capacity to design five, short,
thematically connected formative assessment tasks. Each task must focus on a different literacy skill
(see below). Consider the modes of assessment and how students will respond, with at least one task
differentiated to allow access for different levels of skill.
The five tasks will target: Reading, Writing, Listening, Spelling, Grammar.
In your oral presentation you should briefly discuss the context for the set of assessments (stage,
learning intentions and success criteria) and how they can be used formatively to evaluate current
learning as well as provide feedback to move learning forward. Provide a rationale for the choices you
have made. You should briefly discuss the advantages and disadvantages of each type of assessment
(short answer, guided response, cloze, multiple choice questions, matching) in terms of purpose,
setting, administration and feedback for students. Also indicate whether you feel the task is suitable for
teacher, self or peer assessment.
Your written submission will introduce each assessment task and provide more detail about the above
points. You need to explain and justify any options provided and also how one or more tasks allow for
differentiation.
For your set of assessment tasks, make sure you include brief written information about:
a. the target student(s)
b. the sequence in which the tasks will be used
c. how feedback will be given.
One assessment task MUST include an alternative form showing the adjustments you have made to
cater for students with EITHER low reading levels in literacy OR EAL/D students.
You need to provide a paper copy of each task (and marking rubric where required) for your lecturer to
annotate during your presentation. Other material should be displayed electronically.
Assessment Task 2 is due following your presentation. This will allow you to reflect on peer and teacher
feedback as well as adjust your own content if required as a result of the presentation.UNSW SCHOOL OF EDUCATION
FEEDBACK SHEET
EDST6723 ENGLISH EXTENSION METHOD 1
Student Name: Student No.:
Assessment Task 1: Texts for explicit literacy teaching
SPECIFIC CRITERIA (-) (+)
Understanding of the question or issue and the key concepts involved
• Understanding of the task and its relationship to relevant areas of theory,
research and practice
• Clarity and accuracy in use of key terms and concepts
Depth of analysis and/or critique in response to the task
• Ability to reflect deeply on the literacy challenges evident in Text 1, the needs
of low-level literacy students and on adjustments required to meet these
needs
• Provision of appropriate scaffolding
Familiarity with and relevance of professional skills used to design response
• Demonstrated understanding on the need to differentiate curriculum to cater
for diverse learners
• Deep understanding of the diverse learning needs of students in Australian
schools
Structure and organisation or response
• Ability to write an original text with features for specific learning intentions
Presentation of response according to appropriate academic and linguistic
conventions
• Use of appropriate academic English
• Instructions suitable for low-literacy learners
GENERAL COMMENTS/RECOMMENDATIONS FOR NEXT TIME
Lecturer: Date:
Recommended: /20 (FL PS CR DN HD) Weighting: 50%
NB: The ticks in the various boxes are designed to provide feedback to students; they are not given equal weight in determining
the recommended grade. Depending on the nature of the assessment task, lecturers may also contextualize and/or amend
these specific criteria. The recommended grade is tentative only, subject to standardisation processes and approval by
the School of Education Learning and Teaching Committee.UNSW SCHOOL OF EDUCATION
FEEDBACK SHEET
EDST6723 ENGLISH EXTENSION METHOD 1
Student Name: Student No.:
Assessment Task 2: Formative assessment practices for literacy
SPECIFIC CRITERIA (-) (+)
Understanding of the question or issue and the key concepts involved
• demonstrate knowledge of effective assessment practices, especially
backward mapping so that there are clear links between the learning
intentions, success criteria and assessment tasks
• design a range of five effective assessment tasks
• demonstrate a deep understanding of different ways to offer student feedback
Depth of analysis and/or critique in response to the task
• demonstrate understanding of academic and cultural diversity when
assessing students
• design appropriate tasks focused on specific needs of the student(s)
Familiarity with and relevance of professional and/or research literature used to
support response
• demonstrate understanding of the need to differentiate assessment to cater
for diverse learners
• understanding of effective assessment practices that suit different purposes
Structure and organisation or response
• ability to deliver an engaging presentation that meets the specified criteria,
including 15-minute time allocation
Presentation of response according to appropriate academic and linguistic
conventions
• ability to use clear and appropriate English
GENERAL COMMENTS/RECOMMENDATIONS FOR NEXT TIME
Lecturer Date:
Recommended: /20 (FL PS CR DN HD) Weighting: 50%
NB: The ticks in the various boxes are designed to provide feedback to students; they are not given equal weight in determining
the recommended grade. Depending on the nature of the assessment task, lecturers may also contextualize and/or amend
these specific criteria. The recommended grade is tentative only, subject to standardisation processes and approval by
the School of Education Learning and Teaching Committee.You can also read
